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Systems of Bias Detection. PUB DATE Nov 89 NOTE 19P.; Presented at the Annual Conference of the National Council for the Social Studies (St

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Systems of Bias Detection. PUB DATE Nov 89 NOTE 19P.; Presented at the Annual Conference of the National Council for the Social Studies (St DOCUMENT RESUME ED 335 252 SO 021 266 AUTHOR Mann, George; And Others TITLE If You Believe That, Have I Got a Deal for You: Systems of Bias Detection. PUB DATE Nov 89 NOTE 19p.; Presented at the Annual Conference of the National Council for the Social Studies (St. Louis, MO, November 11, 1989). PUB TYPE Reports - Descriptive (141) -- Speeches/Conference Papers (150) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Advertising; *Bias; Citizenship Education; Curriculum Development; Democratic Values; Learning Strategies; Mass Media; *Political Attitudes; *Political Campaigns; Political Influences; Public Opinion; *Social Studies; Student Attitudes; Teaching Methods ABSTRACT The prevalent use of sophisticated advertising techniques in political campaigns presents the great danger that citizens can be manipu:Ated to make political decisions out of emotion rather than rational thought. Citizens must be provided with the educational tools needed to detect the bias, distortion, and other tactics used to influence them. The social studies curriculum can provide students with the skills needed to detect bias that will allow them to make good decisions and thus become better citizens. This paper examines the use of bias in advertisements, graphs, and political cartoons, and suggests instructional strategies teachers can use to help students develop the skills necessary to detect such bias. A 6-item reference list is included. (DB) ***************************Saalta**********.i**************************** Reproductions supplied by EDRS are the best that can be made from the original document. **************A*********1******************* ***** ********************** IF YOU BELIEVE THAT, HAVE I GOT A DEAL FOR YOU: SYSTEMS OF BIAS DETECTION by George Mann John Price U 8 DIPARTMEMIT OF ICOCATHam ". e 1 t ,!. al,v,e. i-etoppr, I, IVO in,t.oven,Pnl Joe Sims i Pl)4 Alit.)NAL RE SOURLIS th4 okmATION 37,, ,..1,4 6,,,P,', NM Def ^,e4 ,...c.locro as ... p....e. ',Or,f he ue,st...t.r,txyan.:alon ,,,,pnarprN NI,44.& NI01. IWO?, miitlf If. "rsOvr 'ePocglt1.0r, jwait East Central University thy, dircy 1, 11,1 ne: Ssav '114P,PtieM "011 Ada, Oklahoma f" L.41- PEPM1SSION TO REPRODUCE THIS M ERIAL HAS BEEN GRANTED BY Rita Geiger Oklahoma Department of Education M4r4 Oklahoma City, Oklahoma TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Presented at the Annual Conference of the Natienal Couocil for the Social Studies St. Louis, Missouri November 11, 1989 BEST COPY AVAILABLE ystems of Bias Detection Americans are bombarded daily with advertisements.Television, radio, newspapers, magazines and fliersdeliver advertisements which extol the virtues of products that range from commercial items orservices to political ideologies or candidates.According to Boorstin (cited in Kehl, 1983) the average American adult isexposed to over 500 advertising messages daily.Of those 500 advertising messages, the typicalAmerican consciously attends to approximately 75.Key (cited in Kehl, 1983) stated that mostAmericans experience about 100,000 words that have beencarefully edited, slanted and carefully composed. These 100,000 words demand orplead for our attention, sympathy, loyalty, or money as they try to convince us tobelieve andfor buy. A disproportional share of these advertisements aredirected toward American youth.It has been estimated that even by the late 1950's,American children had been exposed to 350,000 televisioncommercials by the time they reached their eighteenth birthday. This number hascertainly increased during the past 30 years. During these formative years,children generally have not been provided systematic training to enablethem to distinguish between advertisements which provide useful or neededinformation and those which are solely designed to fattenthe coffers of the advertisers. Students arenot taught systematically the tactics used bymerchandisers to entice and hook them. 2 Many peopleappear to believe that this problem isnot significant. They tend to believe that theworst thing that can result fromthe lack of skill in detecting bias in advertisements is that people might purchaseproducts that are unneeded or inferior. This,however, is not true becausemedia specialists have expanded the market for theirskills. They have now enteredthe political arena. The skills developed byMadison Avenue to sell toothpasteare now being used to sell political ideologiesand candidates. Thesecleverly developed techniqu3s do significantlyinfluence our political viewsand our political decisions. This reality cannotbe allowed to go unchallengedor uncountered in a democratic society. The United Statesshould not allow groups with large advertising budgets to employthe most skilled advertisingagencies to manipulate citizens into adoptingtheir political ideologies andsupporting and voting for their candidateswithout providing its citizens theeducational tools needed to detect the bias,distortion, and other tactics usedto influence them. For a democratic societito survive, citizens must makepolitical choices based upon rational decisions,not emotional ones. Our nationcannot afford the consequences of selectingleaders with deficientor minimal credentials but who have been carefully groomedby media specialists and packagedand sold to the public through commercialsdesigned to impress rather thanexpress, to manipulate rather than convince,and to baffle with trite clichésrather than persuade with logic. The use of highly trainedmedia specialists by politicalparties to manipulate the public is notnew. Their effectiveness, however, has improved 3 significantly over the past four decades. Packard(1957) reported that while political manipulation has a long history, itseffectiveness in a democratic society was negligible until symbolic manipulationbecame readily apparent in the 1956 campaigns. The New York WorldTelegram (as reported by Packard 1957, ry. 184) had a headline, *The Hucksters TakeOver GOP Campaign." The accompanying article stated, "The politicians arebeginning to apply all the smart advertising techniques used by massproduction America to merchandise autos, bath salts, and lawnmowers." Thearticle explained how the Republican Congressional Committee employed custom designedcampaigns that used "...cartoons, charts, dramatized radio spot announcements...,newsletters, street interview techniques, etc." (cited in Packard, 1957, p.184). Such campaign techniques have not diminished overthe past 30 years. They have been improved since that time and are nowused by all political parties and interest groups that are seeking tomanipulate the American electorate. An examination of current elections attests tothis fact. The 1988 presidential election could be characterized asbeing basically negative campaigns designed to provoke fear of the opposingcandidate which means that people tended to vote against a candidaterather than for one. This pattern of campaigning is likely to continue in the future.As long as any vested interest group has winning at any cost asits objective or means and as long as the payoff for such a campaign is either power or money,the process will continue. The United States desperately needsleaders who are statesmen rather than appealing images produced in the adagencies of Madison Avenue. For 4 the perpetuation of this society, statesmen mustbe selected by thinking voters. To accomplish this, American voters must becomecritical consumers of the materials that may be produced in manipulative campaignswhich are funded by special interest groups and produced byunscrupulous advertising agencies for campaign managers. This is necessary becausethese errant to scandalous practices are effective. Many Americans are beingmanipulated like puppets with campaign managers and advertising agenciespulling the strings. Our national survival depends upon each succeedinggeneration of voters making enlightened political decisions. To assist the nextgeneration of voters, schools must become more actively involved. Since oneof the major purposes of education is to perpetuate and to improve thesociety in which it exists, there is little in the curriculum that is more germanethan an effective program to detect bias and the various persuasive devicesbeing used. This makes social studies very relevant and necessary. Social studies is the part of school curriculumdesigned to assist the youth of the nation in becoming better citizens.Good citizens should not be manipulated by self-serving advertisers.They should be able to examine advertisements critically and to discern fact fromfiction by rational means. They should not live by merely reacting emotionally topersuasion. A good social studies program can help them by providing theskills required in detecting bias. Indeed, these skills must be included andemphasized in the social studies curriculum to help preserve our democratic society. t; 5 Theorists in the1980's have developed strategies to counter misinformation campaigns.Alder (cited in Kehl, 1983) proposed a set of questions designed to assist young people in detecting therelevancy and bias in advertisements.These questions, listed below, are designed to enable students to consider advertisements in a more discriminating manner. 1 What is the advertisement about as a whole? 2. What is being said in detail, and how? 3.Is the advertisement true in whole or part? and 4. What of it? Kehl (1983) recommended more specific questions to help youngpeople be less gullible when reading, seeing, or hearingadvertisements.
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